This study investigates dyslexic upper secondary students’ experiences from using digital technology for learning. It also examines how schools introduce digital technology to students with reading and writing disabilities, and the way schools implement and assess these students' use of digital technology for learning. Qualitative semi-structured interviews were carried out, involving six pupils and two special educators. The results show that digital technology can constitute a significant contribution in facilitating the learning experience of dyslexic students. However, there are considerable individual differences, both between how students perceive learning through digital technology and between their digital skills. Students lacking digital skills risk falling behind, and providing a supportive digital learning environment for these students is essential. The results also show that schools lack routines regarding the pedagogical implementation of digital technology, and that teachers may not have the digital skills necessary to provide sufficient support for students’ use of technology.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-117555 |
| Date | January 2016 |
| Creators | Bonnedahl, Margareta |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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